Video Games and Computers Draft

When it comes to the topic of new technology involved with education, most of us will readily agree that it is an advantage to students to be taught with technology rather than by only teachers. Where this argument usually ends, however, is on the question of if students are actually smarter today because they were taught with new technology. Whereas some are convinced that electronics fully capture the viewers’ attention and concentration, others maintain that when the technology is turned on in the classroom, “we don’t have to think” (Stoll 46).
Will computers change the way we learn? Shaffer confirms in his article Video Games and the Future of Learning, that “computers are already changing the way we learn—and if you want to understand how, look at video games…they are new ways to learn for a new information age” (Shaffer 1). In other words, the virtual worlds allow people to interact with information in a new way that is more beneficial because the knowledge gained coincides with everyday activities. Video games introduce a new method of learning that is not solely based on facts, but rather based on knowledge gained through interaction and experience. Shaffer recognizes that the next step in introducing new technology into the educational system is for teachers to trust them and “follow suit or risk being swept aside” (Shaffer 6).
“From an educational perspective, computers often do kids more harm than good…in fact, a great school doesn’t need them” (Stoll 46) Stoll insists in his article Who Needs Computers. School systems around the United States are now becoming wired and providing students each with their own computer, believing this to be a positive factor on their students’ education. Stoll reports that a large percentage of students will pretend like they are taking notes on their laptops during class, but are actually checking their e-mail or playing on-line games. In addition, computers promote a copy-and-paste attitude that encourages plagiarism, something that stunts creativity in writing. Stoll concluded, “I’m furious to see the debasement of learning by technology…our finest weapons are books and libraries” (Stoll 49).
I have mixed feeling on both sides of the arguments presented by Stoll and Shaffer. In my view, technology can have a positive effect on education as long as it is used in moderation. For instance, using blogs to promote interaction between classroom writers allows writers to compare their writings and feed off of other’s techniques. In addition, I find that some graphics and examples on video or in virtual worlds can be easier to remember than from a lecture given by a teacher. Although, both forms of teaching methods are more effective if alternated, eliminating a loss in students’ concentrations. Shaffer fights for the video game education method insisting that it enhances students’ knowledge. My own view is that although video games do teach some things, they are not nearly as effective or inspirational as teachers. Although some might object that you create relationships through video games, I reply that a game will not respect you, give you advice, or help you through your life problems, but a teacher will. This issue is important because it affects knowledge and social skills of future generations, and we need to fight for a balance between technology and teachers, otherwise the future minds of our children are in jeopardy.